Searching for "gaming and gamification"

Gaming and Gamification in K12

Achievement Unlocked_ Understanding the Future of Gamification in Education.docx

https://www.academia.edu/38551388/Achievement_Unlocked_Understanding_the_Future_of_Gamification_in_Education_docx

how gamification elements may be applied to a typical Science, Technology, Engineering and Mathematics (STEM) class to support engagement, discuss the limitations of gamification in the classroom and finally provide a perspective on the future of gamification in education

Gaming and Gamification for SPED 204

https://catalog.stcloudstate.edu/Catalog/ViewCatalog.aspx?pageid=viewcatalog&topicgroupid=1994&entitytype=CID&entitycode=SPED+204

SPED 204. Program Overview and E-Portfolio

Credits: 1
Department: Special Education
Description: Overview of the programmatic standards for general and special education, how these standards are integrated in special education curriculum, and e-portfolio requirements for documenting acquisition of the above standards.
  1. Gaming and Gamification.

    why Gaming and Gamification? Vygotsky and ZPD (immersive storytelling is a form of creative play)

    from: https://cpb-us-e1.wpmucdn.com/blog.stcloudstate.edu/dist/d/10/files/2015/03/Gaming-and-Gamification-in-academic-and-library-settings-final-draft-1digudu.pdf
    play >>> games >>> serious games >>> Game Based learning >>>>+ Digital Game Based learning
    Games are type of cooperative learning. Games embody the essence of constructivism, which for students/gamers means constructing their own knowledge while they interact (learn cooperatively). Learning can happen without games, yet games accelerate the process. Games engage. Games, specifically digital ones, relate to the digital natives, those born after 1976 – 80, who are also known as Generation Y, or Millennials”

    is it generational? Is it a fad? is it counter-pedagogical?

    what is the difference between GBL (Game Based Learning) and DGBL (Digital GBL): share examples, opinions. Is one better / preferable then the other? Why?

    Kahoot game (Yahoo): https://play.kahoot.it/#/k/1412b52c-da28-4507-b658-7dfeedf0864c 
    hands-on assignment (10 min): split in groups and discuss your experience with games; identify your preferable mode (e.g. GBL vs DGBL) and draft a short plan of transitioning your current curricula to a curricula incorporating games.

    What is gamification? Why gamification, if we have games?
    “Gamification takes game elements (such as points, badges, leaderboards, competition, achievements) and applies them to a non – game setting. It has the potential to turn routine, mundane tasks into refreshing, motivating experiences

    let’s check our understanding of gamification: https://play.kahoot.it/#/k/542b5b23-acbd-4575-998e-e199ea08b3e7

    hands-on assignment (10 min): split in groups and use your electronic devices: smartphones, tablets, laptops to experience any of the following gamification tools:

    The Future is Now:

    Hands-on assignment (10 min): Experience Oculus Go, Google Cardboard, Samsung Gear 360,  Vuze,
    create your own VR (video 360) orientation tours:

gaming and gamification abroad

Wie kann man Lehrer an das Thema"Gaming" heranführen? Das ist gar nicht so schwer, meint Jürgen Sleegers, wissenschaftlicher Mitarbeiter im Institut für Medienforschung und Medienpädagogik der TH Köln. #pb18 #fachtagung #perspektive #begabung #bildungundbegabung #smart #smartbilden #smartfoerdern #digitalisierung #gaming #education #computerspiele #learninggames #digitalepädagogik #seriousgames #spielen #spielraum #medienforschung #medienpädagogik @th_koeln @juergensleegers

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Как измерить результат игры в обучении

https://goo.gl/ttpDZ5 

http://blog.center-game.com/business/rezultat.html

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Simple mapa para navegar territorios lúdicos 🌐🎲 — #gamification #gamedesign #seriousplay #games #playcoaching #canvas #gbl #gba #gamebased #learning #assessment #facilitation #gamefulness #gamify #play #aprenderjugando #ludificacion #juegoserio #homoludens #seriousgames #ludification #ludens #fun #playful #design

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more on gaming in this IMS blog
https://blog.stcloudstate.edu/ims?s=gaming

gamification
https://blog.stcloudstate.edu/ims?s=gamification

Gamification to Teach Information Literacy Skills

Laubersheimer, J., Ryan, D., & Champaign, J. (2016). InfoSkills2Go: Using Badges and Gamification to Teach Information Literacy Skills and Concepts to College-Bound High School Students. Journal of Library Administration, 56(8), 924.

https://www.academia.edu/21782837/InfoSkills2Go_Using_Badges_and_Gamification_to_Teach_Information_Literacy_Skills_and_Concepts_to_College_Bound_High_School_Students?email_work_card=title

From online trivia and virtual board games to complex first-person perspective video games and in-person scavenger hunts, libraries are creating games for a variety of purposes, including orientations and instruction (Broussard,2012; Mallon, 2013; Smith & Baker, 2011).

Although the line between gaming and gamification can be blurry, most scholars recognize differences. Games are interactive, involvechallenge, risk, and reward, and have rules and a goal (Pivec, Dziabenko, &Schinnerl, 2003; Becker, 2013). Gamification, on the other hand, utilizes spe-cific gaming elements, often interactivity and rewards, to make an ordinary task more engaging (Prince, 2013). The gamification layer is not the focus of an endeavor, but rather can add enjoyment and a sense of competition toa task. 

Battista (2014) argues that well-executed badges could represent an authentic assessment tool, because they often require the student to tangibly demonstrate a skill, competency, or learning outcome.

Use of the badges helped the team organize the Web site and provided a hierarchy to follow once the steps for earning each badge were created.Each badge consists of three to six tasks. A task can be a tutorial, a video, a game, or a short reading assignment on a given topic. An assessment is given for each task

The fourth and final platform the group considered was BadgeOS fromLearningTimes. BadgeOS requires a WordPress installation BadgeOS was designed to work with Credly (https://credly.com/) and Mozilla Open Badges (http://openbadges.org/) as standard features. 
LearnDash was the most useful plugin for the project beyond BadgeOS. Available for a reasonable fee, LearnDash adds tools and features that give WordPress the ability to be used as a complete learning management system(LMS). 
Available for free under the GNU Public License, BuddyPress(https://buddypress.org/) is another plugin that was capable of integrating with BadgeOS as an extension. The advantage of BuddyPress for the project group was the addition of social media components and functionality to the project Web site.
Go-daddy.com offered comprehensive technical support, easy application instal-lation, and competitively priced hosting packages. A 3-year hosting agree-ment was purchased that included domain registration, unlimited storageand unlimited bandwidth.

compare to

practical application of D2L Brightspace badges for a chemistry course at SCSU
https://blog.stcloudstate.edu/ims/2019/11/06/mastery-of-library-instruction-badge/

standard library instruction

benefits of gamification

4 Benefits of Gamification in the Online Classroom

1. Combining Learning and Gaming Develops Additional Skills

2. Gamification Dwarfs the Fear of Failure

3. Game-Based Learning Provides Short-Term Rewards

4. Gamifying the Learning Experience Promotes Collaboration and Healthy Competition

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

gamification and online teaching

Study: Gamification Techniques Can Improve Online Teaching

https://campustechnology.com/articles/2021/04/12/study-gamification-techniques-can-improve-online-teaching.aspx

A new study out of MIT‘s Sloan School of Management explores the use of ideas and tools from the gaming community to improve online teaching and student learning outcomes.

four key elements for maximizing student engagement in online learning:

  • Narrative — a specific storyline or overarching theme. For instance, study co-author Brian Stevens, senior lecturer at the University of Tennessee‘s Haslam College of Business, created a video game theme for his statistics class, incorporating “Boss Battles,” “Speed Runs” and wacky characters to spice up his lectures.
  • Continuous flow of action in sight and sound, even before class starts. For example, Lo uses a countdown timer and upbeat music on his course page about 30 minutes before the start of a synchronous lecture, to build anticipation for class. He also switches tasks and/or scenes every 15 minutes to help maintain students’ attention and interest levels.
  • Opportunities for two-way communication. To help turn students from viewers into participants, Lo uses a combination of the “Raise Hand” function in Zoom, polls, breakout sessions, surveys and the chat window.
  • High production quality. Lo built a home studio with various input devices, professional lighting, a green screen and more to create richer, more engaging presentations for students.

The full study, “The World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching,” is openly available online

serious gamers and gamification experts on that panel. More here on the initiative: https://tinyurl.com/IABOL2021

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

rethinking gamification

Ruffino, P., & Fizek, S. (n.d.). Rethinking Gamification. Retrieved from https://www.academia.edu/7544496/Rethinking_Gamification

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

Gamification can be approached in at least two ways. First, as a general process in which games and playful experiences are understood as essential components of society and culture.

Sebastian Deterding, Rilla
Khaled, Lennart Nacke and Dan Dixon have proposed a tentative history of
the term: “ ‘gamification’ as a term originated in the digital media industry.
The first documented use dates back to 2008, but gamification only entered
widespread adoption in the second half of 2010”

Jane McGonigal’s work, expounded in her contribution at the TED
Talk series in 2010, is also concerned with “selling” gamification to corporations.
In her book Reality is Broken. p.9  In her understanding, gamification is a concept that describes a new age where gamers can collectively use their problem-solving skills not only
to solve puzzles within a digital game but also to approach social and political
issues in the real world. Gaming, according to McGonigal’s vision,
could and should play a redeeming role. Game designers could become the
new social entrepreneurs, and citizens become gamers. From this perspective,
gamification thus becomes a technique for enabling greatly ambitious
change.

p. 10 Consumer loyalty, issues related to finance and governance, workers’ productivity, training and development – these are only some of the areas that are allegedly being positively revolu tionised by the emergence of gamification

As outlined by Ian Bogost in several contexts (2011a, 2011b), gamificatio has little to do with the design of games (or an allegedly salvific process), and much more with the exploitation of consumers. It frustrates the practice of game design and reduces playing to a stimulus-response experience

p. 11 Niklas Schrape proposes looking, through Foucault, at how gamification might work as a method to regulate individuals and their social lives. It also works as a pleasant regulator of behaviour because it offers positive feedback (rewards, leaderboards, etc.) rather than
negative penalties (fines, prison, etc.).

Ruffino looks at the work of Tim Ingold and his reading of Bergson and Heidegger and argues that participation, dwelling and co-existence could be seen as alternative ways of thinking about engagement: less as a transitive process that goes from games to their players and more as an in transitive status that needs to be narrated in order to be of any value

Foursquare alters the experience of moving about on the streets of a city and establishes a form of communication based on bodily proximity

p. 12 Joost Raessens examines how gamification could be seen in the context of a more general “ludic turn”, which affects society and culture at many different levels. This century, Raessens notes, has seen several different kinds of “turns”: We have seen the linguistic turn, the digital, followed by the material one and many others. To what extent could we say that we are now experiencing a playful turnp.

p. 14 the definition of gamification as the use of game elements in a non-game context.
Philippette suggests the very idea that games that can influencethe non-game context could be re-interpreted following Henriot’s theories on play (https://www.academia.edu/16293099/Gamification_Rethinking_playing_the_game_with_Jacques_Henriot

Counter-gamification is not a precise practice; it is not defined in guidebooks, workshops, or tutorials. It is instead a form of appropriation of playful elements by artists in order to promote radical and oppositional values.

p. 15 Fizek’s proposal is to expand the concept of play and fun and to introduce new forms of engagement in the practice of gamification

If the endgame approach were applied to gamification, Nicholson argues, we could see very different ways of designing and playing. The author explores these alternative modes of gamifying things through a text that offers both a theoretical understanding of gamification and exceptionally useful suggestions for designers.

p. 16 an eudaimonic view of gamification could bring a “good” way of living and
playing, one where joy and satisfaction are at the centre of a responsible practice. Gamification, according to Deterding, could become the name of a play practice that truly helps human beings in fulfilling their own lives and those of others

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More on Bogost in this IMS blog
https://blog.stcloudstate.edu/ims?s=bogost

Fortnite is Instagram of gaming

The Most Important Video Game on the Planet

How Fortnite became the Instagram of gaming

https://medium.com/new-york-magazine/the-most-important-video-game-on-the-planet-c26988a8f497  Jan 11 2019,Brian Feldman

http://nymag.com/intelligencer/2018/07/how-fortnite-became-the-most-popular-video-game-on-earth.html

Every number released in conjunction with Fortnite is staggering, even within the context of a $137 billion industry. On the same day as its Fortnite Pro-Am tournament at E3, the video-game industry’s largest convention, the game was released for the Nintendo Switch, and within 24 hours it had been downloaded more than 2 million times. Analysts estimate that Fortnite is currently raking in more than $300 million a month, and has made its maker, Epic Games, more than $1.2 billion since its battle royale mode launched in late September.

Fortnite is virtually identical on every platform, and players can move from their PlayStation to their phone and back without missing a beat. Milligan first heard about the game back in September. “It was the next new game, like when Minecraft came out, but way more popular.”

The cadence of a Fortnite game is that nothing is happening and then, very suddenly, everything is happening. The game has three main modes: solo (every player for themselves), duos (teams of two), and squads (teams of three or four), but there are consistently around 100 players in every session.

Even when kids aren’t playing Fortnite, they’re talking about Fortnite or finding ways to profit from it.

Video games pioneered the dopamine-rush cycle. Using bright graphics and sound effects to make players feel continual accomplishment, arcade games were honed to make players feel like they needed to feed in just one more quarter over and over again — slot machines that kept people entranced without ever having to pay out. The addictive core of video-gaming never went away, even as games became more complicated: Every win, every high score, every 100 percent completion, every secret and Easter egg was a chance for a little rush of accomplishment and satisfaction.

And then mobile products learned to do the same thing. Give people goals, reward them with flashes of color, and you could entrance them into something resembling addiction. This was called, tellingly and unsurprisingly, “gamification”: Treat every app and every activity as a video game, with scores, prizes, and leaderboards. Snapchat rewarded users who talked every day with “streaks”; the exercise app Strava allowed you to compete with other joggers and earn badges; Foursquare turned the entire world into a game of king of the hill.

The process has come full circle. Fortnite is a gamified video game.

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more on FortNite in this IMS blog
https://blog.stcloudstate.edu/ims?s=fortnite

https://blog.stcloudstate.edu/ims/2018/03/31/ready-player-one/

POD conference 2018 Portland OR

2018 POD Network Conference

Date: November 14, 2018 – November 18, 2018
Location: 921 SW Sixth Ave  Portland, OR, 97204 USA
https://guidebook.com/guide/149245/
https://guidebook.com/guide/149245/event/21577490/
Respondents on the 2016 POD Membership Survey indicated a strong need for learning center management and leadership skills. This session, facilitated by four center directors from very different institutions, responds to this need. Session participants will examine: 1) management and leadership responsibilities, especially in the context of continual change; 2) strategic alignment of the center’s work with institutional mission; and 3) evaluation of center work and demonstration of impact. Participants will leave with an individualized professional development plan, practical tools, and guiding questions that enable them to seek out relevant sessions and colleagues during the conference.
https://guidebook.com/guide/149245/event/21577321/
In this workshop, we explore powerful model (Symposium) for engaging faculty in campus initiatives and supporting them to take a more active role in leading during times of change. We have successfully used symposium to broaden faculty participation in change initiatives, connecting this work to what matters most to faculty and providing avenues for more inclusive collaboration across disciplines and divisions. Much of the workshop will be devoted to helping participants (1) identify areas where they can lead change on their campuses and (2) develop a draft plan for using symposium to increase faculty engagement in these efforts.
https://guidebook.com/guide/149245/event/21577217/
Faculty are often unable to complete a proper learner analysis because they know little about the students that comprise their classlist. At our university, we have been surveying incoming students for five years to collect enhanced demographic data and for the past two years have been sharing aggregate, anonymous data with faculty. Resources have been provided on how to make sense of the data for teaching purposes. In this study, we conducted focus groups with faculty to learn how they have used the data and resources and also to find out what additional data would further support their teaching. (My note: big data in education, as discussed by Nancy Sims keynote at LITA Nov, 2018)
https://guidebook.com/guide/149245/event/21577219/
Summative peer review of teaching (SPRT) is used in many higher education institutions. Unfortunately, the evaluative “power” of SPRT for making high-stakes career decisions can be limited due to lack of meaningful criteria and faculty resistance (Chism, 2008). To address this situation, our teaching and learning centre engaged in a collaborative culture-change initiative to develop a rubric for SPRT that would serve the University-wide committee with responsibility for final recommendation on matters of promotion and tenure. In this session, we discuss our collaborative process, debrief challenges and how we addressed and/or anticipated these, and share the SPRT rubric. (My Note: CETL)
https://guidebook.com/guide/149245/event/21577409/
This session will introduce participants to the gamification of faculty development through an interactive small group design scenario that asks participants to take a traditional faculty development experience and then gamify it using the gamification design framework [1]. Gamification involves the use of game design elements and experiences in non-gaming environments. When applied in faculty development settings, gamification has the potential to encourage faculty engagement and motivation and can lead to behavioral change that can impact their teaching. (My note: ask me; i have been trying to educate CETL directors for the past four years on this opportunity)

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more on POD conferences in this IMS blog
https://blog.stcloudstate.edu/ims?s=POD+conference

gamification and learning

Student Perceptions of Learning and Instructional Effectiveness in College Courses

https://www.ets.org/Media/Products/perceptions.pdf

Students’ Perception of Gamification in Learning and Education.

https://link.springer.com/chapter/10.1007%2F978-3-319-47283-6_6

College students’ perceptions of pleasure in learning – Designing gameful gamification in education

investigate behavioral and psychological metrics that could affect learner perceptions of technology

today’s learners spend extensive time and effort posting and commenting in social media and playing video games

Creating pleasurable learning experiences for learners can improve learner engagement.

uses game-design elements in non-gaming environments with the purpose of motivating users to behave in a certain direction (Deterding et al., 2011)

How can we facilitate the gamefulness of gamification?

Most gamified activities include three basic parts: “goal-focused activity, reward mechanisms, and progress tracking” (Glover, 2013, p. 2000).

gamification works similarly to the instructional methods in education – clear learning and teaching objectives, meaningful learning activities, and assessment methods that are aligned with the objectives

the design of seven game elements:

  • Storytelling: It provides the rules of the gamified activities. A good gamified activity should have a clear and simple storyboard to direct learners to achieve the goals. This game-design element works like the guidelines and directions of an instructional activity in class.
  • Levels: A gamified activity usually consists of different levels for learners to advance through. At each level, learners will face different challenges. These levels and challenges can be viewed as the specific learning objectives/competencies for learners to accomplish.
  • Points: Points pertain to the progress-tracking element because learners can gain points when they complete the quests.
  • Leaderboard: This element provides a reward mechanism that shows which learners are leading in the gamified activities. This element is very controversial when gamification is used in educational contexts because some empirical evidence shows that a leaderboard is effective only for users who are aggressive and hardcore players (Hamari, Koivisto, & Sarsa, 2014).
  • Badges: These serve as milestones to resemble the rewards that learners have achieved when they complete certain quests. This element works as the extrinsic motivation for learners (Kapp, 2012).
  • Feedback: A well-designed gamification interface should provide learners with timely feedback in order to help them to stay on the right track.
  • Progress: A progress-tracking bar should appear in the learner profile to remind learners of how many quests remain and how many quests they have completed.

Dominguez et al. (2013) suggested that gamification fosters high-order thinking, such as problem-solving skills, rather than factual knowledge. Critical thinking, which is commonly assessed in social science majors, is also a form of higher-order thinking.

Davis (1989) developed technology acceptance model (TAM) to help people understand how users perceive technologies. Pleasure, arousal, and dominance (PAD) emotional-state model that developed by Mehrabian (1995) is one of the fundamental design frameworks for scale development in understanding user perceptions of user-system interactions.

Technology Acceptance Model from Damian T. Gordon

Introduction of the basic emotional impact of environments from Sekine masato

Van der Heijdedn (2004) asserted that pleasurable experiences encouraged users to use the system for a longer period of time
Self-determination theory (Deci & Ryan, 1985) has been integrated into the design of gamification and addressed the balance between learners’ extrinsic and intrinsic motivation.

Self determination theory from Jeannie Maraya
Ryan and Deci (2000) concluded that extrinsic rewards might suppress learners’ intrinsic motivation. Exploiting the playfulness and gamefulness in gamification, therefore, becomes extremely important, as it would employ the most effective approaches to engage learners.
Sweetser and Wyeth (2005) developed GameFlow as an evaluation model to measure player enjoyment in games
Fu, Su, and Yu (2009) adapted this scale to EGameFlow in order to measure college students’ enjoyment of e-learning games. EGameFlow is a multidimensional scale that consists of self-evaluated emotions.

Gamification and Flow from Martin Sillaots
Eppmann, Bekk, and Klein (2018) developed gameful experience scale (GAMEX) to measure gameful experiences for gamification contexts. one of the limitations of GAMEX to be used in education is that its effects on learning outcome has not been studied
the Big Five Model, which has been proposed as trait theory by McCrae & Costa (1989) and is widely accepted in the field, to measure the linkages between the game mechanics in gamification and the influences of different personality traits.

The Big Five Personality Model from Devina Srivastava

Storytelling in the subscale of Preferences for Instruction emphasizes the rules of the gamified learning environments, such as the syllabus of the course, the rubrics for the assignments, and the directions for tasks. Storytelling in the subscale of Preferences for Instructors’ Teaching Style focuses on the ways in which instructors present the content. For example, instructors could use multimedia resources to present their instructional materials. Storytelling in the subscale of Preferences for Learning Effectiveness emphasizes scaffolding materials for the learners, such as providing background information for newly introduced topics.

The effective use of badges would include three main elements: signifier, completion logic, and rewards (Hamari & Eranti, 2011). A useful badge needs clear goal-setting and prompt feedback. Therefore, badges correlate closely with the design of storytelling (rules) and feedback, which are the key game design elements in the subscale of Preferences for Instruction.

Students can use Google to search on their laptops or tablets in class when instructors introduce new concepts. By reading the reviews and viewing the numbers of “thumbs-up” (agreements by other users), students are able to select the best answers. Today’s learners also “tweet” on social media to share educational videos and news with their classmates and instructors. Well-designed gamified learning environments could increase pleasure in learning by allowing students to use familiar computing experiences in learning environments.

 

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